Practice in natural history. Internship schedule

MINISTRY OF EDUCATION AND SCIENCE

LUGANSK PEOPLE'S REPUBLIC

GOU VPO LPR "LUGANSK NATIONAL UNIVERSITY NAMED AFTER TARAS SHEVCHENKO"

EP "COLLEGE OF LUGANSK NATIONAL UNIVERSITY NAMED AFTER TARAS SHEVCHENKO"

DIARY

FIELD TRAINING PRACTICE

IN NATURAL SCIENCE

Specialty 44.02.02 “Teaching in primary school”

Qualification: mid-level specialist

2nd year students,

specialty 44.02.02

"Teaching in primary

classes" (full name)_______________________

_______________________

__________________________________

Head of practice

Target: formation of a system of knowledge about nature, about the patterns of interaction in the human-nature-society system; formation of practical skills in nature research

Field practice in natural science in the specialty “Teaching in primary grades” is carried out in the 2nd year.

Features of practice.

Field practice is the final stage of the main course “Natural Science” and takes place in the 2nd semester. During field practice, it is necessary to introduce students to the main species of animals in the steppe zone biotopes.

Practice consists of the following main forms of work: excursions, independent work of students and reporting.

It must be carried out in areas where various natural and anthropogenic landscapes coexist: forests or forest parks, swamps, reservoirs, agricultural fields, populated areas, and at the same time a variety of biotopes are well preserved.

Schedule of field training in natural science

date	Topic of study	Kind of activity	Teacher's painting
04.06	Subject and objectives of field training practice. Safety briefing.	Conversation
04.06	Acquiring skills and abilities during field practice. Filling out a diary, observing the weather.	Conversation
05.06	Elements of astronomy Earth-planet of the solar system	Lecture
05.06	Daily rotation of the Earth. The change of night and day.	Practical work
06.06	Annual rotation of the Earth. Change of seasons. Time zones.
06.06	Elements of geography The concept of the horizon and its properties.	Lecture
07.06		Practical work
07.06	Area plan. Reading a site plan.
07.06
07.06	Location orientation.
08.06	Orientation by compass and sun.
08.06	Orientation based on local characteristics.
08.06	Drawing up a site plan.
08.06	Azimuth, movement along azimuth.
11.06	Movement in azimuth.	Practical work
11.06	Predecessors of the compass.	Independent work
11.06	The history of the calendar.	Independent work
11.06	Interesting points when studying this topic.	Independent work
12.06	Maps, their classification.	Lecture
12.06	Geographical location of the Lugansk region. Borders and relief of the edge.	Practical work
12.06	Lithosphere. Relief of Lugansk region	Practical work
12.06	Lithosphere. Minerals.	Practical work
13.06	Hydrosphere of the rivers and lakes of the Lugansk region.	Practical work
13.06	Mineral springs of the region.	Independent work
13.06	Elements of living nature. Plant morphology.	Lectures
13.06	Fundamentals of phytocenology Forest as a plant community Natural parks and natural monuments. Plants used in park landscaping.
14.06	Zoology of invertebrate animals Diversity of the external structure of insects	Lecture
14.06	Zoology of vertebrates Diversity of vertebrates	Lecture
14.06	Method of making a collection of insects	Practical work
16.04.	Specially protected natural areas of Lugansk region. Correspondence tour of the Lugansk region
15.06	Test lesson

Work plan.

1.Goals and objectives of field practice.

2. Safety instructions

3. Sections of field practice

3.1. Meteorological observations

1. Purpose: consolidation and deepening of knowledge, skills and abilities acquired during the study of the theoretical course of the discipline “Natural Science”.

Tasks:

For the section “Natural Science”:

Introducing students to the structural features of the solar system and planet Earth, terrain orientation, the main types of relief, rocks and landscapes in the vicinity of Lugansk.

1.For the section “Botany”:

1. Consolidate knowledge of plant morphology, taxonomy and ecology.

2. Acquire skills in collecting, identifying and describing plants.

3. Acquire field observation skills,

4. Get acquainted with the diversity of life forms and ecological groups of plants in the practice area,

5. Establish the relationship of plant organisms with environmental conditions (using specific examples) in the area of ​​practice,

6. Identify a set of phytocenoses of the practice area; using the example of a specific community to study its main indicators (floristic composition, structure, abundance, phenological phases, vitality),

7. Find out how and to what extent plant communities influence the environment and how anthropogenic impacts affect plant communities.

For the section “Zoology”:

Study of the most common animal species in the environs of Lugansk, the main ecological and faunal complexes of animals in different biotopes, their relationship with environmental conditions and general patterns of distribution of the animal population among biotopes. To provide initial skills for independent research work in the field, to teach students the rules of observing animals, to distinguish individual animal representatives by their voices and habits, and to keep a diary of observations.

Safety instructions during field training

1. Cross roads and railways only on specially equipped pedestrian bridges and crossings, observing all safety precautions.

2. It is strictly forbidden to leave the group without the permission of the teacher.

4. During the excursion, you must periodically inspect your clothes and remove ticks.

5. You should not be in the open sun without a hat.

6. At the first sign of discomfort, inform the teacher.

9. Consumption of alcoholic beverages is strictly prohibited.

10. The uniform must correspond to the weather conditions (in case of rain, have an umbrella or raincoat with you, as well as a supply of dry clothes and shoes).

11. Carry first aid supplies: bandage, adhesive plaster, antiseptics (iodine, brilliant green solution), medications for headaches, heart pain, high blood pressure, ammonia, anti-allergy medications.

. Weather observations

Educational practice in natural science, gr 130 salary

Educational and methodological manual
for students of the pedagogical faculty of specialty
050708 “Pedagogy and methods of primary education”

Stary Oskol

The educational and methodological manual will help in preparing a report on educational practice in natural science and will expand the knowledge students have acquired
during the study of theoretical foundations and laboratory exercises in geosciences
and biology with basic ecology

The publication is intended for students studying in specialty 050708.65 “Pedagogy and methods of primary education” and primary school teachers.

Table of contents

Introduction........................................................ ..............4
1. Local history........................................................ .......6
1.1. Determination of the noon line...................6
1.2. Orientation in space...................7
1.3. Azimuth movement...................................8
1.4. Visual survey of the area...................10
1.5. Terrain and rocks...........12
1.6. Soil study...................................................17
1.7. Meteorological observations............20
1.8. Study of hydrological land objects 22

2. Biology with basic ecology 27
2.1. Study of meadow community 27
2.2. Forest community study 29
2.3. Definition of Flowering Plants 31
2.4. Study of plant adaptability to the environment 34
2.5. Insect identification 35
2.6. Freshwater community 37
2.7. Phenological observations in nature 38
2.8. Study of the influence of transport roads on the state of vegetation cover 42
2.9. Study of the influence of transport roads on fauna 44

Glossary of basic terms and concepts 47

List of references 49

Applications 51

Introduction

The educational and methodological manual “Ecological practice (geography, biology with the basics of ecology)” contains systematized material that reflects the specifics of university training for future primary school teachers. The manual will help prepare students of the faculty
to future practical work - teaching subjects of the natural science cycle of the educational component “The World Around us” in primary school.

The main goal of the manual is to contribute to the improvement of professional and pedagogical training of students, which involves their inclusion in an active cognitive process, in mastering the most effective methods and techniques of educational and research activities in the process of studying that part of the subject of natural science that is associated with geosciences, the basics of botany, zoology and ecology. It contains detailed content of each day, methodological recommendations for conducting a field workshop, brief theoretical information, progress of work, assignments on program topics, diagrams, tables, cards, drawings for identifying some plants and insects, and a list of used literature.

Particular attention is paid to the issues of ecology of plants, animals and their protection - this will help the future teacher in instilling in students an ecological culture, a belief in the need for the rational use of plants, animals, their protection, and will prepare students
to develop a caring attitude towards plants and animals in younger schoolchildren.

During the internship, students receive visual representations of many natural processes and their interrelations, learn to record facts, analyze natural phenomena, relying on independent observations in nature, generalize what they see and draw the right conclusions.

Excursions into nature cannot be replaced by another form of education, because they are always methodologically individual and practically unique.

Excursions are preceded by instruction, during which the teacher introduces students to the rules of conduct, a summary of the activity, how to work with tools and necessary equipment,
with a plan for processing the collected material. A necessary condition for successfully completing tasks is making sketches, making entries in a field diary, and recording measurement data. Before working on site, it is necessary to study the relevant literature.

Local history

Orientation in space

Target: teach techniques for orienting in space using local signs and a compass.
Equipment: compass, measuring tape or 15-meter tape measure, mechanical wristwatch, school rangefinder, tablet.

Guidelines
Orientation in space is the determination on the ground of one’s location or standing point relative to the sides of the horizon, surrounding terrain objects, as well as directions and distances of movement.

Orientation in space includes:
1) correlation of the real area with the plan and map;
2) determination on the ground of the sides of the horizon and its position in relation to terrain objects: settlement, river, railway, etc.;
3) determination of distances on the ground and their graphic expression on paper.
4) selection of the required direction of movement.

Progress
Exercise 1. Determining the direction of the sides of the horizon using a compass.
The most accurate way of general orientation on the ground is orientation using a compass. In order to determine the direction of the horizon using a compass, you must do the following:
1. Remove all metal objects at a distance of 1-2 m from the compass;

2. Place the compass in a horizontal plane on your palm or tablet;

3. By rotating the compass in a horizontal plane, ensure that the northern end of the magnetic needle of the compass aligns with the letter C. In this position, the compass is oriented and now you can use it to determine the sides of the horizon.

Task 2. Orientation by the sun using a watch.
With the help of a mechanical wristwatch, you can determine the direction of the north-south line at a given time. To do this you need to do the following:

1. place the watch in a horizontal plane and point the hour hand towards the sun;

2. mentally construct the angle between the small hour hand
and the number 11 on the watch dial. The bisector of this angle will be the local meridian.

Azimuth movement

Target: teach techniques for orienting in space and determining the direction of movement in azimuth.
Equipment: compass, measuring tape or 10-15 meter tape measure, mechanical wrist watch, school rangefinder, tablet.

Guidelines
Using a compass, you can determine the sides of the horizon and the direction of movement in azimuth. Azimuth is the angle between the direction north and the direction towards a given object, which is measured clockwise.
For example, knowing that the azimuth from point A to point B is 45º (A = 45º), you, having oriented the compass, determine the azimuth and go in the right direction.
When moving, it is either given or determined. To determine the azimuth of movement from one point (standing point) to another, a map is needed.

To navigate the terrain, it is important to be able to determine not only the direction, but also the distance. They measure distance using various methods: counting steps and time of movement, visual, instrumental. Visual (by eye) assessment of distances is the observation of terrain objects and their visibility depending on the distance from the observer (see Table 1). This method allows you to determine the distance approximately; this requires constant training.

Table 1

Visual determination of distances

Distance	Observable objects
10 km	Pipes from large factories
5 km	General outlines of houses (without doors and windows)
4 km	The outlines of windows and doors are barely visible
2 km	Tall lonely trees; a person is a barely visible dot
1 500 m	Large cars on the road, a person is still visible in the form of a dot
1 200 m	Individual trees of medium size
1,000 m	Telegraph poles; Individual logs are visible in the buildings
700 m	The figure of a man without details of clothing is already emerging
400 m	The movements of a person’s hands are noticeable, the color of clothing, the bindings on window frames vary
200 m	Head outline
150 m	Hands, eye line, clothing details
70 m	Eyes in the form of dots

Progress

Exercise 1. Determination of azimuth 90º, 145º, 225º using a compass.
Walk a short distance in these directions. To
do not stray from the chosen direction of movement, write down noticeable objects in the area, these will be landmarks of the direction in which you should move.

Task 2. Determining the distance to selected terrain objects.
To accurately determine distances in professional activities, tape measures, measuring tapes, theodolites, and radio direction finders are used.
and other tools. In everyday life, non-instrumental methods are used.
1. Select an object in an open area and visually determine the distance to it using Table 1.
2. To more accurately determine the distance by eye, you can use a technique that is based on a simple mathematical calculation. Let's take the ruler in our hand and point it at a distant object, the height of which you know, say 10 m. By moving the ruler in the fingers, we will achieve a position where a segment of the ruler, say 10 cm, completely covers this object. Determine the distance from the eye to the ruler. It is approximately 70 cm. Now you know three quantities, but
the distance to the object is not known. Let's create a formula in which the length of the ruler relates to the height of the object X in the same way as the length of an outstretched arm relates to the distance to the object. Let's solve the proportion:
10 m: X = 10 cm: 70 cm,
10 m: X = 0.1 m: 0.7 m,
X = 70 m.

This method is convenient to use when determining the distance to inaccessible objects located, for example, on the other side of the river.

Task 3. Measuring distance in steps.
You need to know your stride length. Set aside a 50 m long section on a flat piece of terrain. Walk this distance several times
and determine the arithmetic average number of steps.
For example, 71 + 74 + 72 = 217 steps. Divide the total number of steps by 3 (217: 3 = 72). The average number of steps is 72. Divide 50 m by 72 steps and you will get the average length of your step - approximately 55 cm.

You can measure the distance to any accessible object in steps. For example, if you took 690 steps, i.e. 55 cm × 690 = 37 m.
Write down in your diary and compare the results of determining distances using different methods. Determine the degree of accuracy of each method.

Soil study

Target: familiarize yourself with the composition and structure of soils in the area.
Equipment: shovel, tape measure, notepad, pencils.

Guidelines
The study of soils in their natural state is necessary to form ideas about their composition, structure, and soil differences.
Changes in soil cover within a small area depend primarily on the nature of the topography and vegetation. The soils of the most typical relief elements and those formed under various types of vegetation are studied. The study of soils begins with a soil section.

Soil section- this is a rectangular hole 70-80 cm wide, 1.5-2.0 m long and at least 150 cm deep. The hole is dug with steep walls to a depth of about 0.8-1.0 m, then a step-ledge is made about 40 cm, deepen another 50-60 cm and build the next step.
The turf and the upper part of the soil mass are cut off and piled at a distance of 2-3 m from the future pit. Deep horizons are thrown in the opposite direction. The walls at the depth of the pit must be clean of discarded soil. They are used to describe the soil and take layer-by-layer samples.
Soil holes are laid, focusing on the relief and vegetation. If the terrain is flat, a hole is dug in its central part. On a slope, select its upper, middle and lower parts; in a river valley - on the floodplain, terraces and watershed. When changing plant communities, a section is laid for each plant group.

Description of the soil section. A fresh section is examined, genetic horizons are identified and their boundaries are outlined. Each horizon is described in the following order: index, color, thickness, humidity, structure, mechanical composition, composition, inclusions, new formations.

Genetic horizons are designated by indices: A0 - forest litter or steppe felt; A1 - humus-accumulative, or
humus horizon; A2 - podzolic horizon, or leaching horizon; B - inwash horizon, or illuvial; C - parent rock.

The power of the horizon call its average thickness (in cm). A measuring tape is attached to the upper edge of the cleaned wall so that the zero division exactly coincides with the soil surface. The records note the upper and lower boundaries, as well as the total thickness of the horizon. For example, A1 = (5 – 25) : 20 cm.

Color, or color, of horizons is determined visually. The most important components of the soil, on which its color depends, are: organic matter (humus), quartz, iron oxide, feldspar, ferric oxide. Humus causes the appearance of dark shades of black or gray, while iron oxide causes the appearance of red, rusty and yellow tones. Quartz and feldspar, aluminum hydroxide, if not contaminated with iron, are carriers of a white color.

Soil moisture determined by squeezing a small sample in your hand. Soils are divided according to the degree of moisture: wet - when compressed, water flows out; wet - water does not ooze from the soil, leaving a wet mark on the hand; fresh - cools the hand, smears the soil; dry - does not smear, feels warm to the touch.

Mechanical composition of the soil- ratio of sand and clay. There are four types of soils: clayey, loamy, sandy, sandy loam. The composition of the soil can be determined as follows: rub a pinch of soil with your fingers on the palm of your hand. Sandy loam soils are easily ground, revealing a small amount of soft silty clay material. Sandy soils are completely devoid of clay particles. Clay soils are difficult to grind, and a significant amount of silt-clay particles appears. The mechanical composition is also determined by rolling out moistened soil. A small amount of soil material is moistened with water to a thick viscous mass. It is rolled into a ball with a diameter of 1-2 cm. The ball is rolled into a cord, which is then bent into a ring. If the soil is clayey, the cord does not break or crack when bent into a ring. A cord made of loamy soil breaks when bent into a ring. From sandy loam soil you can only get a weak, easily crumbling ball; you cannot roll a cord from it. The mechanical composition of the soil determines its water permeability (the ability to retain moisture for a long time), the soil’s resistance to processing agents, and the growth of plant roots.
Structure- the ability to disintegrate into separate lumps of various sizes and shapes. It is determined by the nature of individual
lumps into which the soil breaks up when lightly kneaded in your hands. Different soil horizons are characterized by a certain soil structure: granular structure - for the humus horizon of chernozems, nutty - for the B horizon of podzolic and gray forest soils, plastic - for the A2 horizon of the same soils, columnar - for the influx horizon of solonetzes.
Addition- soil density and porosity. They are distinguished: soils are very dense - the soil does not lend itself to a shovel; dense - the soil is difficult to shovel; loose - the shovel easily penetrates the soil, it crumbles into separate lumps when thrown out; crumbly - the soil has flowability.

Inclusions name objects that are purely mechanically involved
into the bulk of the soil and, as a rule, not associated with soil formation. Inclusions include: shells, animal bones, boulders, pebbles.

Neoplasms They are well-formed accumulations of various substances that arose or accumulated during the process of soil formation. They can be of chemical or biological origin. In a soil pit, they can be identified by color, shape, and compaction of rocks. New formations of chemical origin are found: in the form of tubes, in the form of brown grains or densely cemented sand of ocher color - compounds of iron hydroxides; spots and small shot-shaped condensations (nodules) of black and brown color - manganese compounds; white mold, nodules - lime carbonate compounds; silicic acid compounds in the form of a fine whitish powder; ferrous compounds in the form of a film or stains of a dirty greenish or bluish color; white crusts of varying thickness - chlorides, sulfates. Carbonates “boil” under the influence of a 10% solution of hydrochloric acid. New growths of biological origin are formed from the activity of burrowing animals and plant roots. They are found in soils in the form of brownish smudges or small dark crusts.

Based on the morphological description of the soil, its name is given with an explanation of what parent rock the soil was formed on and what its mechanical composition is. For example, soddy-podzolic loamy soil formed on moraine loam. When describing the soil section, indicate the date and address of the practice area; characterize the relief: a ravine, a hillside or a flat place; describe vegetation, its density, height, condition (growth, color, fruiting). If the soil section reveals groundwater, then measure the depth of its occurrence.

After completion of the work, the soil pit is buried, the soil mass from the deeper horizons is dumped down, then the soil mass from the upper horizons, and the pit is filled with turf.

Progress
Exercise. Study of the soil profile of a given area of ​​the area.
1.Dig a soil hole. Clean one of its walls so that the boundaries between soil horizons are visible.

2.Measure the soil thickness of each horizon.

3. Draw a soil section, indicating in the figure the thickness and composition of each horizon, its physical state (humus, admixtures of sand, clay, color, humidity, inclusions, etc.).

4. Take soil samples from each horizon for later study in the laboratory.

5. When describing the section, indicate the relief element of this area, the type of vegetation, the economic use of the area (arable land, meadow, etc.).

6. Indicate the address of the soil hole and put it on a map or diagram.

Study of a forest community

Target: get acquainted with the structure of a mixed forest community,
with its flora and fauna.
Equipment: shovels, botanical folders, nets, stains, hand magnifying glasses, tape measure, twine, guides.

Guidelines
In the forest, plants are in close relationship with each other and with their habitat, that is, they form a plant community. The complex relationship between plants is manifested in their arrangement in tiers. The species that make up the forest community differ in their relationship
to the environment, life forms, rhythm of development, and therefore occupy different ecological niches in the same territory.
In the upper tier of the forest there are trees whose leafy crowns are in the most favorable lighting conditions. Under the canopy of the trees of the first tier are low-growing and shade-tolerant tree species that form the second tier or undergrowth. The third tier contains low-growing shrubs, dwarf shrubs and tall herbaceous plants, forming the herbaceous-shrub tier. At the very bottom there are low-growing grasses and a layer of mosses and lichens. On forest soil there are always remains of plants, dry branches, fallen leaves, which form the forest floor, richly populated by microorganisms and fungi; they contribute to the mineralization of litter.

A clearly defined layering indicates the diversity of woody
breeds The more diverse the soil cover, the more animals find shelter there. The species composition of animals is influenced by various factors: the presence of dead wood, brushwood and much more. The most populated places are the edges of forest clearings.

In order to detect small invertebrate animals, you need to examine the bark of trees and shrubs. If you shake the crown of a bush or tree onto an umbrella, you can collect less noticeable animals. Animals often hide under a tree or the bark of a stump. Flying insects are caught with a net. Sifting fallen leaves, pine needles, and moss through a sieve will reveal small terrestrial invertebrates: spiders, ticks, centipedes, etc.

It is difficult to observe vertebrate animals, but it is possible to find and examine traces of their vital activity. On a tall spruce tree you can see the nests of wood pigeons, sparrowhawks, and the hollow of a squirrel. Fir cones - food for squirrels, woodpeckers, crossbills, forest mouse-like rodents. Each animal has special tracks. On small fir trees you can find nests of chaffinches, thrushes, warblers, and wood accentors. The pika builds nests behind loose tree bark. The tufted tit, the lesser spotted woodpecker, and the chickadee make hollows in rotten trees. Robins, wrens, and redstarts nest in brushwood. Shrews and mouse-like rodents make burrows under old stumps with voids and loose bark. In well-lit clearings and on stumps you can find lizards
and snakes, amphibians - brown frogs.

Progress

Exercise 1. Study of forest vegetation.
1. Mark with a tape measure and twine the boundaries of the area (10x10 m) where the research will be carried out.
2. Consider the tiered arrangement of plants in this area and describe what types of plants make up these tiers.
3. Describe the forest-forming tree species on the site and its systematic position.
4. Determine the morphological features of plant organs:
1) the thickness of its trunk, the approximate height of the plant;
2) the nature of the leaves, the shape of the leaf blade, venation, type of branching;
3) adaptability to living conditions in the forest. Fill out the table according to the form (see Table 6):

Table 6

5. Collect several specimens of plants belonging to different systematic groups for herbarization and subsequent study.

Task 2. Study of forest fauna.
1. In a designated area, sift through the forest floor and examine the invertebrates living there. Select 2-3 insects of the same species and study their size, method of movement, and draw a conclusion about the insect’s habitat.
2. Examine all the plants of the second tier and find traces of the vital activity of vertebrate animals.
3. Based on your observations, make a list of animal species found in the community. How these species are located within the habitat. Make 2-3 food chains united into a single food web.
4. Collect several specimens of the most common invertebrate animals in a given natural community for their subsequent study.

Identification of insects

Target: study the characteristics of the main orders of insects, develop the ability to classify insects into orders or species.
Equipment: insects for identification, belonging to different orders: dragonflies, grasshoppers or grasshoppers, honey bees, house flies or dung flies, horse flies, forest green bugs, swimming beetles, white butterflies, dung beetles; tweezers, magnifying glasses, dissecting needles.

Table 9
Characteristics of the main orders of insects

Squad	Type of development	Wing structure	Oral apparatus	Representatives
Straight-winged	Incomplete metamorphosis	Two pairs: the front ones are leathery elytra, the rear ones are softer wings with radially diverging longitudinal veins	Gnawing	Locusts, grasshoppers, crickets, mole crickets
Coleoptera (beetles)	Complete metamorphosis	Two pairs: hard elytra, hind membranous wings	Gnawing	May beetle, Colorado potato beetle, ladybug, burying beetles
Lepidoptera	Complete metamorphosis	Two pairs: large, almost identical wings, covered with multi-colored chitinous scales	Sucking	Cabbage whiting, silkworm, house moth
Membranous	Complete metamorphosis	Two pairs: the hind wings are larger than the fore wings, both pairs are transparent, with sparse longitudinal and transverse veins	Gnawing, gnawing- licking (lacking)	Bees, wasps, bumblebees, ants, riders, sawflies
Diptera	Complete metamorphosis	The front pair of wings are membranous, narrowed at the base, the rear pair is reduced and transformed into halteres	Licking, sucking, piercing-sucking	Flies, mosquitoes, mosquitoes, midges, horseflies, gadflies

The gnawing mouthparts are characteristic of the larvae of almost all orders, some beetles, grasshoppers and cockroaches. Licking - in bees, bumblebees, sucking - in a butterfly, piercing-sucking - in a mosquito. The limbs of insects change due to different lifestyles
in running, digging, swimming, jumping, etc.

Use Figure 7 to identify insects.

Rice. 7. Representatives of insects: 1 - grasshopper; 2 - locust; 3 - fly;
4 - butterfly; 5 - dragonfly; 6 - locust; 7 - gadfly; 8 - aphids; 9 - horsefly;
10 - cicada; 11 - fly; 12 - mayfly; 13 - bumblebee; 14 - birch sawfly; 15 - hornet; 16 - dung beetle; 17 - termite; 18 - rider; 19 - hawk moth;
20 - soldier bug; 21 - mourning box; 22 - cockroach

Progress
1. Determine which order the insect under study belongs to, using identification cards (Appendix 2).
2. Based on the results of your work, fill out table 10.

Table 10
Characteristics of the most important orders of insects

Freshwater community

Target: acquaintance with the species composition and morphobiological characteristics of aquatic and semi-aquatic plants and animals, the nature of their distribution in a reservoir, and the characteristics of the habitat.
Equipment: nets, botanical folders, spatulas, stains, magnifying glasses.

Guidelines
Plants of water bodies, unlike terrestrial ones, have pronounced adaptations to life in water. It should be noted that plants are connected not only with water, but also with soil and atmosphere.
Depending on the environment to which and to what extent the plants are adapted, they are located further from the shore or closer to it, at greater or less depth. Plants in a reservoir are distributed into zones.

The most interesting is the first (coastal) zone, up to 1 m deep, which can be called amphibious. Sometimes it dries out, so plants are adapted to life in conditions of intermittent flooding. Frequently found plants of the first zone are: rush grass, sedge, chastuha, pondweed, arrowhead, water pine, amphibian buckwheat, etc. The greatest diversity of animals is also observed here, where numerous aquatic invertebrates live: sponges, worms, coelenterates, arthropods, mollusks. Among the vertebrates you can find amphibians: crested and common newts, pond and lake frogs. Sometimes near the water or in the water itself there are snakes that hunt amphibians. Among the birds you can see gulls - black-headed and blue-billed gulls, as well as terns. Based on traces of vital activity (the feeding table is a hummock protruding above the water, on which half-eaten stems of aquatic plants remain), it is not difficult to determine the presence of a water rat (muskrat).

Progress
Exercise 1. Study of the vegetation of the reservoir.
1. Consider the location of plants in the reservoir and determine the species diversity of plants in the first zone of the reservoir.
2. Use a trowel to dig up the rooted plant that dominates the first zone. Determine its systematic position.
3. Determine the morphological features of the vegetative organs of the plant:
1) development of the root system, what type it belongs to;
2) the height of the plant, the nature of the location of the stem;
3) leaf type, leaf blade shape, venation, leaf arrangement, leaf length and width;
4) what adaptations allow the plant to live in conditions of variable flooding.

4. Collect 3-4 specimens of the most common plant species in this community for their subsequent study and identification.

Task 2. Study of freshwater fauna.
1. At shallow depths near aquatic plants, swing the net across the water and examine the prey. Examine the larval stages of captured insects.
2. Observe the movements of insects in the water. Determine which species are most often found near water bodies. Take several insects of the same species and study their size, method of movement and draw a conclusion about the insect’s habitat.
3. Consider other animal species found in the community. How are they located within the habitat?

Bibliography

1. Golubkina, N. A. Laboratory workshop on ecology / N. A. Golubkina, M. A. Shaminay. - M.: FORUM: INFRA-M, 2004. - 56 p.

2. Geography of the Saratov region / ed. S. G. Voskresensky. - Saratov: Region. Volga region publishing house "Children's Book", 1997. - 224 p.

3. Dolgacheva, V. S. Botany / V. S. Dolgacheva. - M.: Publishing house. Center "Academy", 2006. - 416 p.

4. Natural science: encyclopedic dictionary / comp. V. D. Chollet. - M.: Great Russian Encyclopedia, 2002. - 543 p.

5. Elenevsky, A.G. Botany. Systematics of higher or terrestrial plants: textbook. for students higher ped. textbook institutions / A. G. Elenevsky. - M.: Publishing house. Center "Academy", 2006. - 463 p.

6. Elenevsky, A. G. Determine the vascular plants of the Saratov region. (Right Bank of the Volga) / A. G. Elenevsky, V. I. Radygina, Yu. I. Bulany. - M.: Publishing house MPGU, 2007.- 80 p.

7. Elenevsky, A. G. Plants of the Saratov Right Bank (flora summary) / A. G. Elenevsky. - Saratov: Publishing house Sarat. ped. in-ta., 2000.- 72 p.

8. Zayats, R. G. Biology for applicants / R. G. Zayats [et al.]. - Mn. : Unipress, 2002. - 736 p.

9. Korobkin, V.I. Ecology in questions and answers: textbook. allowance / V.I. Korobkin. - Rostov n/d, 2002. - 384 p.

10. Litvinova, L. S. Moral and environmental education of schoolchildren /
L. S. Litvinova, O. E. Zhirenko. - M.: 5 for knowledge, 2007.- 208 p.

11. Nekhlyudov, A. S. Field practice in natural history / A. S. Nekhlyudov, V. I. Sevastyanov, A. L. Filonenko-Alekseeva [and others]. - M.: Education, 1986. - 224 p.

12. Nikonova, M. A. Geography and local history / M. A. Nikonova, P. A. Danilov. - M.: Publishing house. Center "Academy", 2000. - 240 p.

13. Novikov, V. S. School atlas-identifier of higher plants: a book for teachers / V. S. Novikov. - M.: Education, 1985. - 238 p.

14. Experience in environmental work with schoolchildren: classes, environmental games, quizzes, excursions / author.-comp. V. A. Suvorova. - Volgograd: Teacher, 2009. - 189 p.

15. Plavilshchikov, N. N. Identifier of insects / N. N. Plavilshchikov. - M., 1994.

16. Popova, E. V. Botany: laboratory classes: educational and methodological. aid for students ped. fact-tov spec. 013200 “Pedagogy and methods of primary education” / E. V. Popova. - Balashov: Nikolaev, 2008. - 60 p.

17. Popova, E. V. Zoology: laboratory classes: educational and methodological. aid for students ped. fact-tov spec. 013200 “Pedagogy and methods of primary education” / E. V. Popova. - Balashov: Nikolaev, 2008. - 48 p.

18. Potapov, I. V. Zoology with the basics of animal ecology / I. V. Potapov. - M.: Academy, 2005. - 374 p.

19. Workshop on natural science and fundamentals of ecology / R. A. Petrosova, V. P. Golov, M. A. Nikonova, P. M. Skvortsova. - M.: Publishing house. Center "Academy", 2000. - 128 p.

20. Workshop on plant physiology for students of the Faculty of Biology / comp. S. A. Stepanov. - Saratov: Publishing house Sarat. University, 2002. - 64 p.

21. Ratobylsky, N. S. Practical tasks in geosciences and local history / N. S. Ratobylsky. - Mn. : Higher School, 1978. - 128 p.

22. Stepanyan, E. N. Laboratory classes in zoology with the basics of animal ecology / E. N. Stepanyan. - M.: Publishing house. Center "Academy", 2001. - 324 p.

23. Khromov, S.P. Meteorology and climatology / S.P. Khromov, M.A. Petrosyants. - M.: Moscow State University Publishing House, 2001. - 528 p.

Applications

Annex 1
Identification cards of some families of flowering plants

Family Legumes (Pataceae)
There are about 12,000 plant species in the family. Flowers of leguminous plants have a calyx of 5 fused sepals, a corolla of 5 separate and unequal petals (sails, boats, oars), 10 stamens (9 fused and 1 separate) and 1 pistil. The fruit is a bean. The leaves are compound, with nodules on the roots.

1 Trifoliate leaves................................................... ........................................................ 2

0 Leaves with one or more pairs of leaflets ....................................... 3

2 Flowers are collected in capitate inflorescences.................................................... ................ 4

0 Flowers are collected in an inflorescence raceme.................................................... ........................... 5

3 Leaves with one pair of leaflets, tendrils at the end of the leaf.................................6

0 Leaves with several pairs of leaflets, with tendrils at the end of the leaf........................7

4 The stem is creeping, rooting. Inflorescences - heads are white, later turning brown when ripe

Creeping clover

0 Stem ascending. The basal leaves on long petioles are covered with hairs. The upper two leaves are adjacent to the inflorescence. Inflorescences - red heads, turning brown when dry

Clover

5 Yellow flowers

Sweet clover

0 White flowers

White clover

6 The corolla is pink, with a purple tint when dried, the sail is greenish on the outside. Flowers on peduncles are longer than leaves. Leaves with one pair of leaflets

Forest chin

0 The flowers are pink, turning brown when dried. Stipules narrow, much smaller than leaflets

China tuberiferous

7 White flowers

Peas

0 Flowers faint purple

Field peas

Family Poaceae (Potaceae)

The family contains about 4,500 plant species. In cereals, the flowers are scaly and dim. Stamens 3 (rarely 2). One pestle. Stem - straw
with nodes. Leaves with parallel veins. The root system is fibrous. The inflorescence is a complex spike, panicle or plume.
1 Inflorescence complex spike or cylindrical sultan....................................2
0 Inflorescence panicle................................................... ........................................................ .7
2 Inflorescence complex spike - the spike is made up of small spikelets............3
0 Sultan inflorescence.................................................... ........................................................ ...6
3 The ear is sparse, the stem of the ear is clearly visible, not covered by the spikelets.......4
0 The ear is dense. The core of the ear is covered with spikelets................................................5
4 Each spikelet on the stem is located above the underlying spikelet and has a small awn. Leaf blades are shiny underneath

The chaff of flax

RUSSIAN FEDERATION

Federal Agency for Education

State educational institution of higher professional education

BRYANSK STATE UNIVERSITY

NAMED AFTER ACADEMICIAN I.G. PETROVSKY

Department of natural and mathematical disciplines and methods of teaching them

"U T V E R J D A Y"

head Department of EMD and MP

_________________________

"____"_______________2006

NATURAL SCIENCE

Field internship program

Speciality:

031200 - pedagogy and methods of primary education

FORM OF TRAINING: Hospital

COURSES: 1 SEMESTERS: 1,2

The work program has been compiled:

Assoc. Bova E.Yu.

Bryansk – 2006

Scope and timing of field practice

Field practice in natural science in the full-time department is carried out in the 1st year.

Seasonal field practice – 6 hours.

summer field practice – 18 h.

Total: The total volume of field practice is 24 hours.

Seasonal field practice is carried out in the 1st semester (2 hours), winter and spring - in the 2nd semester (4 hours).

FIELD PRACTICE

(section “Earth science”)

Autumn practice period. (2 hours)

Literature:

(5) Chapter 3; Chapter 13 paragraph 1.

Control questions:

1. Construction of a school geographical site.

2. Methodology for conducting meteorological observations.

3. Diary and nature calendar.

Homework:

Keeping a daily diary of observations, summarizing data for each month.

Winter practice period. (2 hours)

Literature:

(5) Chapter 13, paragraph 2.

Control questions:

Scheme for describing a snow pit.

2. Description of the snow cover in the Nightingale grove.

Homework:

Describe the snow cover at your place of residence in January and February.

Spring practice period. (2 hours)

Literature:

(5) Chapter 13, paragraph 3; Ch. 2, paragraph 2; Ch. 4, paragraph 1.

Control questions:

Causes of soil erosion.

Soil erosion in the Nightingale grove.

Anthropogenic influence on erosion

Homework:

Describe the ravine at your place of residence.

Summer practice period.

1) First day. (6 hours)

Subject:Orientation in space and visual survey of the area.

Literature:

Control questions:

Methods of orientation.

Methods of visual surveying of terrain.

Plan of the park named after. A.K. Tolstoy, compiled by eye survey

Homework:

2) Second day. (6 hours)

Subject:Study of the relief of rocks and waters in the Nightingale grove

Literature:

(5) Chapter 2, paragraph 4; Ch. 4, paragraph 2, 3.

Control questions:

1. Description of the beam in the river. Nightingales.

2. Description of rock outcrops on equal sections of the route.

3. Description of the Desna River valley.

4. Cross profile of the river valley. Gums.

5. Comprehensive characteristics of the nature of the river. Nightingales.

Homework:

Make notes and sketches in a field diary.

3) Third day. (6 hours)

Subject:Study of the gully-ravines Nizhny and Verkhniy Sudok. Field practice report

Literature:

(5) Chapter 2; Ch. 12.

Control questions:

1. Barometric leveling in the Verkhniy Sudok ravine.

2. Description of the soil section.

3. Description of the springs “At the Forest Sheds”, “White Well”.

PRACTICE REPORTING

1 . Diary of weather observations.

2. Field diary.

3. Plan for an excursion in the Nightingale grove or in the balko-ravines Nizhny Sudok and Verkhny Sudok with 3rd grade students.

WEATHER OBSERVATION PROGRAM

1. Organize constant observations at the place of residence of each student. The location and time of observation remains constant. Registration is carried out in the following form:

Observations \ Days of the month			etc. according to the calendar
Air temperature Wind direction Cloudiness (degree and type) Other phenomena

Legend

Snow		Clear
Rain		Mainly cloudy
Drizzle		Partly cloudy
frost		North wind
Ice		West wind
Dew		East wind
Fog		South wind
hail		Wind northwest
Storm		Wind northeast
Blizzard		Wind southwest
drifting snow		Wind southeast

At the end of the month, summarize your observations point by point:

a) minimum air temperature;

b) maximum air t;

c) average air t;

d) compass rose.

ExtraoIt is important to note by season:

AUTUMN:

a) the beginning and end of the season, highlight subseasons (first autumn, golden autumn, pre-winter);

b) the first frost (determined in the morning by the presence of frost or the appearance of an ice crust on small puddles);

c) the appearance of the first snow cover (date of snowfall, that is, the formation of continuous snow cover for at least a few hours);

d) first ice on standing water bodies;

e) ice on the river (if there is one);

f) formation of stable snow cover.

WINTER:

a) subperiods (first winter, deep winter, pre-spring);

b) establishment of snow cover;

c) maximum and minimum temperature;

d) thaws during winter;

e) cases of blizzards, thunderstorms;

f) the appearance of the first thawed patches;

g) analysis of snow cover (by month).

SPRING:

a) destruction of continuous snow cover (when, out of the blue, half the area is free of snow);

b) complete disappearance of snow cover (snow residues in ravines, ditches, and shaded areas are not taken into account);

c) ice drift on the river (beginning, end);

d) establishing the soft plastic state of the soil;

e) first thunderstorm;

f) last frost (recorded in the morning by the presence of frost on the surface of the soil and various objects).

2. Collect and write down folk signs, proverbs and sayings about phenomena in inanimate nature.

FIELD PRACTICE

(section “Zoology”)

Autumn. (2 hours)

Autumn phenomena in nature; length of daylight, day and night air temperatures, precipitation, condition of animals in autumn.

Invertebrate animals active in autumn. Concentration of terrestrial and invertebrate animals in wintering areas.

Features of the life of vertebrates in autumn and distribution by habitat. Migration of amphibians and reptiles to wintering areas.

Species composition of birds in autumn. The birds are sedentary, nomadic and migratory. Observation of flocks, feeding areas, and migration of birds. Study of traces of mammal activity (rodent nests, burrowing activity of moles, burrows, etc.)

Migration of synanthropic rodents into human dwellings and outbuildings. Their concentration in stacks, stacks, sweeps.

Winter. (2 hours)

Winter phenomena in nature; length of day and night, maximum and minimum temperatures. snow cover, freezing on water bodies, soil freezing.

Wintering conditions for various invertebrates. Insects active in winter.

Features of the distribution of vertebrate animals by habitat. Adaptations to winter conditions. Concentration near human habitation.

Birds. Species composition of sedentary, nomadic and wintering species. Study by appearance and voices. Daily activity, feeding and roosting areas. Nutrition, methods of obtaining food.

Mammals, traces of their activity: chewed trees and bushes, tracks in the snow. Nutrition, methods of obtaining food.

Bird feeding.

Spring. (2 hours)

Spring phenomena in nature; increase in day length,

increase in night and day temperatures, melting snow, floods, awakening of animals.

Animals in spring. The beginning of active activity of invertebrate insects. Insects are pollinators.

Features of the life of vertebrates, their distribution among habitats.

Fish spawning.

The emergence of amphibians and reptiles from their wintering grounds. Migration of amphibians to breeding sites. Spawning sites. Development of tadpoles.

Birds in the spring. Species composition. Arrival and passage of birds. Places of mass gatherings of birds for resting and feeding. Bird behavior in spring; mating games, mating, singing intensity, pair formation, nesting.

Mammals. Traces of their activity, reproduction.

Summer. (18 hours)

I. Fauna of anthropogenic landscapes (human settlements, fields and gardens, vegetable gardens).

Species composition of animals in anthropogenic landscapes. Features of living conditions in the vicinity of humans and adaptation to them.

Insects are pollinators of agricultural crops. Insects - agricultural pests

Amphibians and reptiles of anthropogenic landscapes.

Their biology and significance.

Birds of anthropogenic landscapes. Species composition, biology and significance. Attracting birds and protecting them.

Mammals. Species composition, biology, significance. Measures to combat harmful rodents.

II. Fauna of reservoirs and coasts, meadows, swamps.

Invertebrate animals of water bodies and coasts. Species composition of living conditions and adaptation of organisms to the aquatic environment. 3nation in biocenosis.

Amphibians of reservoirs. A body of water is a breeding ground for amphibians. Birds of reservoirs, swamps, meadows, their adaptive features, practical significance.

Mammals of water bodies. Species composition. Features of the organization and biology, semi-aquatic mammals, their practical significance.

Game birds and mammals of water bodies and coasts, meadows, swamps, their protection and rational use.

III. Animal world of the forest.

Invertebrate animals of forest landscapes. Species composition, biology, significance.

Amphibians and reptiles forests. Species composition, biology, significance. Reptile protection measures.

Birds of the forest. Adaptation of birds to living in the forest. Placement in various parts of the forest (edges, clearings, clearings, continuous forest). The meaning of birds.

Mammals of the forest. Species composition, biological features, significance. Game birds and forest mammals. Methods for increasing numbers and rational use. 0protection of forest animals.

literature

Lavrov N.P. Field training in vertebrate zoology with assignments for the intersessional period. – M.: Education, 1974

Bannikov A.G. et al. Key to amphibian reptiles of the USSR fauna. – M., 1977

Bene R.L., Kuznetsov A.A. Birds of open water areas of the USSR. Field guide. Manual for teachers - M., 1983

Bene R.L., Kuznetsov A.A. Birds of forests and mountains of the USSR. Field guide. Manual for teachers. – M., 1981 Mikheev A.V. Bird's nest guide. – M., 1975

Blagoslanov K. L. Protection and attraction of beneficial birds. – M., 1983

Nekhlyudova A.S. and others. Field practice in natural history. – M.: Education, 1986

Mikheev A.V. Bird's nest guide. – M., 1975

Plavilshchikov N. N. To the young entomologist. – M., 1958

Pokrovsky S.V. Nature calendar. – M, 1958

Raikov B.E., Rimsky – Korsakov M.N. Zoological excursions. – L, 1956

FIELD PRACTICE

(section “Botany”)

Autumn. (2 hours)

Autumn phenomena in nature: length of daylight hours, day and night air temperatures, precipitation.

Condition of plants in autumn. Autumn flowering plants. Fruiting and methods of distribution of fruits and seeds. Leaf fall. Autumn leaf color. State of plants in different habitats.

Winter. (2 hours)

Winter phenomena in nature: length of day and night, maximum and minimum temperatures. Snow cover, ice on water bodies, soil freezing.

Condition of plants in winter. Trees and shrubs in a leafless state (crown shape, location and types of shoots, bark, buds). Evergreen trees, shrubs and shrubs.

Winter-green herbaceous plants of forests, gardens, fields, meadows. Conditions for their overwintering.

Distribution of fruits and seeds of plants in winter. Plants as food for animals in winter.

Spring. (2 hours)

Spring phenomena in nature: an increase in day length, an increase in day and night temperatures, snow melting, the appearance of thawed patches, and floods.

Condition of plants in spring. Spring awakening of plants in various conditions (forest, meadow, swamp). Sap flow in trees (maple, birch). Swelling and expansion of buds in trees and shrubs. Flowering and pollination of primroses, adaptation to various methods of cross-pollination. Seed germination, seedling development.

Summer. (3 days – 18 hours)

1) Plants of the forest

Species and age composition of the forest. Tiered structure of the forest community, crown density, tree height.

Undergrowth. Undergrowth of woody trees and shrubs.

Herbaceous plants of the forest. Higher spore plants. Protected, poisonous, medicinal, melliferous and other plants.

Edible and poisonous mushrooms.

Dead leaves and other litter elements.

2) Meadow plants

Floodplain and continental meadows. Meadow plants by groups: cereals, legumes, sedges, forbs.

Meadow as mowing and grazing land.

Peculiarities of ecological conditions for plant growth in open meadow landscapes.

Adaptation of plants to various conditions of floodplain and dry meadows.

Measures to protect and care for meadows.

3) Swamp plants

High and lowland swamps.

Living conditions for plants in swamps: excess humidity, lack of oxygen, poor thermal conductivity, lack of basic elements of mineral nutrition. Adaptation of plants to the ecological conditions of the swamp.

Sphagnum mosses. Formation of swamps.

L I T E R A T U R A

BASIC

1. Bannikov A.G. and others. Key to amphibians and reptiles of the fauna of the USSR. – M., 1977.

2. Boehme R.L., Kuznetsov A.A. Birds of forests and mountains of the USSR. Field definer. Manual for teachers. – M., 1981.

3. Boehme R.L., Kuznetsov A.A. Birds of open and semi-aquatic spaces of the USSR. Field guide. – M., 1983.

4. Bova E.Yu. Field practice in natural science. Guidelines. – Bryansk, 2003.

5. Gulenkova M.A., Krasnikova A.A. Summer field practice in botany. – M., 1976.

6. Nekhlyudova N.S. and others. Field practice in natural history. – M.: Education, 1986.

7. Ratobylsky N.S., Lyarsky P.A. General geography and local history. – Minsk, 1987.

ADDITIONAL

1. Afanasyev T.V. and others. Soils of the USSR. – M.: Mysl, 1979.

2. Blagoslonov K.N. Protection and attraction of beneficial birds. – M., 1983.

3. Verzilin N.N., Verzilin N.M. The biosphere, its present, past, future. – M.: Education, 1976.

4. Vorontsev-Velyaminov B.A. Essays about the Universe. – M., Nauka, 1980.

5. Galant T.G., Gurvich E.I. Practical classes in earth science and local history. – M., Education, 1988.

6. Gerasimov V.P. Fauna of our Motherland. – M., Education, 1985.

Natural Sciences and Economics Department of Zoology, ...

PROGRAMS PROGRAM OF ADDITIONAL EDUCATION FOR CHILDREN IN GEOLOGY AND MINERAL RESOURCES "EDUCATION IN GEOLOGY" (Regional) Contents

Program

And target elements. IN program reproductive and creative traits are clearly visible... children who have a tendency to natural science, especially to the inorganic part of the world... 18 4 2 """" 12 to the geological excursion 1 Fieldpractice 1 0 days 60 . - 60 by 6...

PROGRAM OF THE FINAL EDUCATIONAL AND SCIENTIFIC CONFERENCE OF STUDENTS 2012

Program

Application of GIS in data processing fieldpractitioner. Scientific hands – Associate Professor E.V. Gromov. Section CONCEPT OF MODERN NATURAL SCIENCE Head - Art. Rev. ... well). The effectiveness of using experimental programs exercises to increase speed...

5.2 FORMS OF FIELD PRACTICE.
5.3 THEMATIC PLANNING
5.4 PROGRAM CONTENT
6. ASSESSMENT CRITERIA
7. REQUIREMENTS FOR KEEPING A PRACTICE DIARY
8. REQUIREMENTS FOR COMPLETING AN ELECTRONIC HERBARIUM
9. PRACTICAL WORK.
9.1 Weather observation
9.2. Location orientation. Area plan.
9.3. Lithosphere
10.FIELD EXCURSIONS
10.1 Familiarization with the bodies of water in your area
10.2. Forest biocenosis
10.3. Meadow biocenosis
10.4. Steppe biocenosis
10.5. Excursion to the local history museum
10.6. Biocenosis of the park
11. INDIVIDUAL TASKS
12. EDUCATIONAL, METHODOLOGICAL AND INFORMATION SUPPORT OF PRACTICE

PASSPORT OF THE TRAINING AND FIELD PRACTICE PROGRAM.

Educational field practice is one of the most important stages of educational knowledge in natural science. Field practice is aimed at developing the knowledge and skills acquired in the process of natural science training for primary school teachers.

Students become familiar with the ecology and life forms of plants in their native land. Observing and studying plants at the place where they grow helps to practically verify the unity of the plant organism and the conditions of its existence. In the course of studying nature, students develop a dialectical-materialistic worldview: nature is viewed as a single whole, students learn to understand and explain natural phenomena, establish relationships between them, and identify patterns. Educational field practice contributes to the development of observation, instills skills of independent work, and fosters a caring attitude towards native nature.

SCOPE OF APPLICATION OF THE PROGRAM.

The educational field practice program is part of the main professional educational program in accordance with the Federal State Educational Standard for Secondary Professional Education in the specialty 44.02.02 Teaching in primary grades, 44.02.05 Corrective pedagogy in primary education in terms of mastering the main types of professional activities.

REQUIREMENTS FOR THE RESULTS OF COMPLETING THE FIELD PRACTICE PROGRAM.

Goals of educational field practice

Consolidation and deepening of knowledge, skills and abilities acquired during the study of the theoretical course of the discipline “Methodology of teaching natural science”;

Introducing students to the flora and fauna of their area;

Preparing students to work in nature with primary schoolchildren.

Field practice is carried out in a concentrated manner during the development of the professional module PM.01. Teaching in primary general education programs is a continuation of the integrated natural science course and includes workshops on agriculture, botany with the basics of agricultural labor, zoology with the basics of ecology and local history with the basics of tourism.

During the development of the internship program, students must have practical experience:

- by definition of communities: meadows, steppes, water bodies.

- caring for flower garden plants;

Compiling a herbarium,

Maintaining documentation.

During the development of the internship program, students should be able to:

Find and use methodological literature and other sources of information;

Plan and carry out work in accordance with the practice program;

Carry out self-analysis and self-control.

During the development of the internship program, students perform the following types of work:

1. Familiarity with the main biocenoses characteristic of the territory in which field practice takes place.

2.Identification of the main features of the plant community and its habitat conditions.

3. Study of the geological structure of the area.

4. Study of reservoirs in the practice area and their ecological condition.

5. Mastery of terrain orientation methods.

6. Identifying the role of economic activity in changing the area of ​​practice. Mastering the basic rules of nature conservation or conducting field training sessions.

7. Acquiring skills in conducting excursions into nature, documenting the results of field observations (entries in diaries, sketches, collecting herbarium, etc.).

In the process of practice, students should develop general and professional competencies (GC and PC):

PC 1.1. Determine goals and objectives, plan lessons.

PC 1.3. Carry out pedagogical control, evaluate the learning process and results.

PC 1.5. Maintain documentation supporting training in primary general education programs.

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.

OK 4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

OK 9. Carry out professional activities in conditions of updating its goals, content, and changing technologies.

OK 10. Prevent injuries, ensure the protection of the life and health of children.

OK 11.Build professional activity in compliance with the legal norms governing it.

Form of reporting on the results of practice: diary, report on field practice.

Form of assessment: test.

Practice base

The base of the event is: the territory of the educational institution, the Shakhtinsky Museum of Local Lore, a stagnant pond, the grove “20 years of the Red Army”, the Grushevka River, meadow, steppe.

Equipment

Diary, pen, pencil, ruler, magnifying glass, camera, thermometer (atmospheric, water), identification of plants and animals.

Reporting form

The student receives credit if he has reporting documentation (diary, herbarium) and a presentation on completing an individual assignment.

Practice Guide

Practice management is carried out by teachers of natural science disciplines of the educational organization.

THEMATIC PLANNING.

Lesson no.	Contents of the lesson	Number of hours
	Introduction. 1.Instruction on safety precautions, 2.Instruction on preparation of reporting documentation. 3.Selection of individual tasks. 4. Practical work “Observing the weather” 5. Excursion in the vicinity of the college “Acquaintance with the species composition of vegetation.” 6.Work on the college site
	1. Practical work “Orientation on the ground. Area plan." 2. Practical work “Lithosphere” 3. Study of theoretical material on the organization of an educational and experimental site for primary classes on the school grounds. 4. Work on the college site
	1. Excursion to a stagnant pond 2. Excursion to the grove “20 years of the Red Army”. 3. Practical work “Working with the atlas-identifier.” 4. Excursion “Biocenosis of the meadow”.
	1. Excursion to the Grushevka River. 2. Excursion to the steppe. 3.Work on the college site. Caring for flower and ornamental crops.
	1. Excursion to the Shakhty Local History Museum. 2.Viewing a documentary educational film 3.Excursion to the city park "Alexandrovsky".
	1. Protection of individual assignments. 2.Checking reporting documentation on field practice: diary, electronic herbarium. 3. Test.

Lesson No. 1.6 hours.

1. Safety briefing, the corresponding entry is recorded in the safety log.

2. Conversation “Goals and objectives, plan for conducting field practice.”

3.Instruction on preparation of reporting documentation.

4.Selection of individual tasks. Students choose topics for individual assignments from the proposed list at will. Topics are subject to change. Students fill out a practice diary.

5. Practical work “Weather observation” (precipitation, cloudiness, temperature, wind direction). Maintaining a weather calendar

Meteorological observations of weather elements: air temperature, wind direction and strength, air humidity and others.

6. Conversation “Rules for collecting plants and designing an electronic herbarium.”

7. Excursion in the vicinity of the college “Acquaintance with the species composition of vegetation.” Herbarium collection.

8.Work on the college site. Caring for flower and ornamental crops.

Lesson No. 2.6 hours.

1. Practical work “Orientation on the ground. Area plan." Measuring distance in the simplest ways (steps, a couple of steps). Measuring work. Drawing up a plan for the college territory.

2. Practical work “Lithosphere”

3. Study of theoretical material on the organization of a training and experimental site for primary classes on the school grounds.

4. Work on the college site

Lesson No. 3.6 hours.

1. Excursion to a stagnant pond “20 years of the Red Army”. Acquaintance with representatives of the animal and plant world. Anatomical and morphological features of plants in the reservoir. Adaptation of animals to life in water: mollusks, insects, amphibians, fish. Aquatic and coastal plants. Herbarium collection. Observation of anthropogenic impact on the territory of the reservoir. Ecological landing on the territory.

2. Excursion to the grove “20 years of the Red Army”. Acquaintance with representatives of the animal and plant world. Acquaintance with the species composition of the vegetation of the grove. Herbarium collection. Observation of anthropogenic impact on the grove. Ecological landing on the territory.

3. Practical work “Working with the atlas-determinant”.

4. Excursion “Biocenosis of the meadow”. Getting to know the topography of your native land. Ecological groups and life forms of the meadow. Peculiarities of life of meadow animals. Acquaintance with the species composition of meadow vegetation. Herbarium collection. Observation of anthropogenic impact on the meadow.

Lesson No. 4.6 hours.

1. Excursion to the Grushevka River. Determination of direction and speed of flow, temperature and color of water. Sanitary condition of the river. Aquatic and coastal plants. Herbarium collection. Ecological landing on the coastal territory of the river bank.

2. Conversation “Rare and endangered plants of the Rostov region.”

3. Excursion to the steppe. Getting to know the topography of your native land. Ecological groups and life forms of the steppe. Features of animals of the steppe. Acquaintance with the species composition of steppe vegetation. Herbarium collection. Observation of anthropogenic impact on the steppe.

4.Work on the college site. Caring for flower and ornamental crops.

Lesson No. 5.6 hours.

1. Excursion to the Shakhtinsky Museum of Local Lore. Visit to the Flora and Fauna hall. Acquaintance with the museum exhibits: plants (herbarium specimens), animals (stuffed animals), minerals and rocks of the native land.

2.Watching a documentary educational film

3. Excursion to the city park "Alexandrovsky". Familiarization with the rules of conduct in the park. Study of the species composition of vegetation in the park area. Herbarium collection. Observation of anthropogenic impact.

Lesson No. 6.6 hours.

1. Protection of individual assignments. The student chooses the form of defense independently: multimedia presentation, photo exhibition, clamshell, folder, abstract.

2.Checking reporting documentation on field practice: diary, electronic herbarium.

ASSESSMENT CRITERIA

The form of certification based on the results of educational field practice in natural science is an undifferentiated test.

Reporting forms – field practice diary, electronic herbarium.

Certification time is June.

Assessment criteria for practice – pass/fail.

After completing the educational field practice program in natural science, each student takes a test according to the following criteria:

High level– the practice schedule is followed; All tasks have been completed, there are no comments on the design of the diary and the presentation of the material, there is an electronic herbarium.

Average level– the practice schedule is followed; 80% of the total number of tasks completed, minor comments/no comments on the design of the diary and presentation of the material; there are shortcomings in the herbarium.

Enough level– the practice schedule is followed; 70% of the total number of tasks have been completed, there are comments on the design of the diary and the presentation of the material, erasures, corrections; herbarium with notes.

Low level– the practice schedule is followed; less than 70% of the total number of tasks has been completed, there are gross errors in the presentation of the material, comments on the design of the diary, blots, corrections; there is no herbarium.

Familiarize!

REQUIREMENTS FOR KEEPING A PRACTICE DIARY.

The title page of the diary on field educational practice includes the following information:

name of the practice, course, department, place of practice, full name of the student, head of the practice.

The second page of the diary includes information about the goals and objectives of the field training practice.

The third page is the weather calendar.

Subsequent pages:

Description of what the student did during a 6-hour working day.

Diary entries are made daily.

The diary should contain a description, sketch, photo of the main species of woody and herbaceous plants in the region (20-30 species).

The sequence of plant definitions is given in the text; the characteristics characteristic of a given family, genus or species are highlighted and summarized.

REQUIREMENTS FOR COMPLETING AN ELECTRONIC HERBARIA.

The creation of an electronic herbarium is divided into three stages:

1.search and photography of plants;

2.systematization of plants, search for information,

3.creation and design of an electronic herbarium.

The herbarium should be thematic:

healing herbs;

poisonous plants;

flowers/flowering plants (field, garden);

houseplants;

various forms of inflorescences;

Asteraceae;

steppe plants;

and any other classifications.

Sample herbarium slide

Practical to do!

PRACTICAL WORK.

Weather calendar table.

1. The week table is divided into squares according to the number of days. The squares, in turn, are divided into 4 parts for introducing symbols.

WEATHER CALENDAR

2. At the end of the observations, calculate the total data for the week of observations according to the following parameters:

1) Clear days - ____________________

2) Cloudy days - ________________

3) Cloudy days - _________________

4) Days with precipitation - ________________

5) Days with strong wind - __________

6) Days without wind - __________________

3. Conventional signs students have the right to choose for themselves, but use them constantly (the same throughout the month). For example:

1) “Clear” – an open circle or “sun”

2) “Cloudy” - a half-filled circle or “sun and clouds”

3) “Cloudy” - a completely filled circle or “cloud”, etc.

Examples of symbols, you can come up with your own symbols.

5. All entries in the “Weather Calendar” must be made carefully, evenly, clearly, using a ruler. It is possible to use colored pencils and colored pens, including gel pens. The table itself cannot be drawn with a blue (purple) ballpoint pen. You can use the table template in a printed version.

6. It is encouraged to decorate the free space around the table with drawings, photographs, pictures corresponding to the time of year, images of animals and plants, and natural phenomena.

Topic: “Ground orientation. Area plan."

Target: work out in practice ways to navigate the terrain. Learn to draw up a topographical plan of the area using scale and symbols.

Equipment: diary, colored pencils, ruler, compass, gnomon, tablet.

Exercise 1

Determine the sides of the horizon in an open area:

A) by compass.

B) By the sun.

B) According to local characteristics.

D) By the North Star (at night).

Do your orientation by sun and clock. If you have a mechanical watch, the sides of the horizon in cloudless weather can be determined by the Sun at any time of the day.

To do this, you need to set the clock horizontally and turn it so that the hour hand is directed towards the Sun (see figure); Divide the angle between the hour hand and the direction from the center of the dial to the number “1” in half. The line dividing this angle in half will indicate the direction to the south. Knowing the directions to the south, it is easy to determine other directions.

Do your orientation according to local characteristics

Select objects for orientation, such as trees, stones, anthills and others. Determine the cardinal directions using two or more local characteristics. Do a self-test using a compass.

From long-term observations it has been established that:

· the bark of trees on the north side is usually rougher and darker than on the south;

· moss and lichen cover tree trunks, stones, rocks on the north side;

· anthills are located on the south side of trees, stumps, bushes; their southern side is flatter than the northern;

· on coniferous trees, resin accumulates on the south side;

· berries and fruits during the ripening period acquire a mature color on the south side;

· tree branches are usually more developed, denser and longer on the south side;

· near isolated trees, pillars, large stones, grass grows thicker on the south side;

· clearings in large forest areas, as a rule, are cut strictly along the north-south, west-east line;

· at the ends of the pillars there are numbers of forest blocks from west to east;

· altars and chapels of Orthodox churches face east, bell towers face west;

· the lower crossbar of the cross on the church is raised to the north;

· on south-facing slopes, snow melts faster in spring than on north-facing slopes; The concave side of the moon, on the minaret of Muslim mosques, faces south.

Task 2 Climb to a hill, observe the change in the horizon as you move and as you climb, make a sketch of the change in the horizon line with the necessary explanations.

Task 3 Draw up a topographic plan of the area S = 100 X 100 m (as directed by the teacher) on a scale of 1:1000 (h1cm-10m).

How to make a site plan? First of all, you need to choose a point from where the entire area that you want to plot on the plan will be clearly visible. Then select a scale and orient the tablet to the north using a compass, draw an arrow pointing up in the upper corner of the plan and sign the letter “C” next to it - the direction to north. On the plan, mark the point from which the shooting is taking place, and put on it the main landmarks of the area, for example, a bridge over a river or a large tree. Next, using a compass, measure the azimuth of each point that you want to plot on the plan, and, using a protractor, mark the corresponding angle on the plan. In this case, each time draw an auxiliary solid line in this direction, on which you plot the length of the segment from the “pole” of the survey to the desired point. Next, using symbols, indicate all the objects - river, lake, forest, meadow, swamp, garden, arable land, ravine, etc. Finally, sign the necessary names, the title of the plan and indicate the selected scale.

Site plan

Topic: "Lithosphere".

Target: consolidation of theoretical knowledge on the topic of lithosphere, familiarization with the geological structure of the surroundings of the city of Shakhty with modern geological processes in this area.

Equipment: diary, ruler, colored pencils, tape measure, level.

Exercise 1 Highlight the main forms of the earth's surface in your area.

Task 2 Measure the height of the hill and ravine slope using a simple level.

The level is a wooden block 1 m long. with a transverse bar attached to its end. A nail is driven into the middle of the bar and a plumb line is tied to it - a thin strong thread with a small load. To measure the height of a slope with a level, it is necessary to install the device at the foot, in our case, at the water's edge, strictly vertically, plumb. The horizontal bar should face the hillside. Looking along the bar, it is necessary to note at which point it is directed. A stake is driven into this point. Since the height of the device is 1 m, the driven peg shows an excess of 1 m above the water level. Then the level is transferred to the place of the driven peg and they look where it is necessary to drive the second peg. Thus, a measurement is taken to the top of the hill.

Task 3 Consider the geological outcrops of your area and describe them, draw up a geological column, sketch images of rocks.

Scheme of an example of compiling a geological column.

Gullies are formed on hilly and ridged plains, covered on top with weakly consolidated sediments (loess, cover loam and sandy loam). There are slope and bottom ravines; the latter are formed at the bottoms of hollows and gullies. Gullies are typical for the forest-steppe and steppe zones, but are also found in the south. half of the forest zone, in semi-deserts and tundra, ch. arr. in territories developed by humans.

FIELD EXCURSIONS

Topic: “Forest biocenosis.”

Target: study the forest biocenosis, identify the main features of the plant community and its habitat conditions, study the species composition of living forest plantations and their layering.

Equipment: diary, ruler, pencils, camera, net.

Tasks for students:

1. Determine a test site. Highlight the tier of the plant community on it, using a determinant to determine which species form each tier.

2. Establish on a small area the ratio of the number of mature trees, undergrowth and seedlings of trees (the height of the latter is no more than 10 cm). Determine what vegetative phase the plants of each tier are in.

4. Check whether there is a tiering pattern in the distribution of invertebrate animals. Spread a few handfuls of forest litter on a clean sheet of paper and look for invertebrate animals. Don’t forget to then release the animals in question and put the forest litter back in place.

5. Describe or sketch the birds and mammals encountered during the excursion. Collect photographic material for a herbarium of forest plants; they grow in different tiers.

Topic: “Meadow biocenosis.”

Target: study the meadow community and its economic importance, study the species composition of meadow animals.

Equipment: diary, pencil and ruler, camera, net.

Assignments for students:

2. Determine which dominant species of annual and perennial grasses predominate in this meadow. Collect photographic material for a herbarium from 12-15 meadow plants in your area.

3. Find plants in the meadow that are used by humans as medicinal fodder and others, what is the economic value of this meadow area.

Describe or sketch the insects, reptiles, birds and mammals encountered during the excursion. Collect photographic material for a herbarium of meadow plants .

Topic: “Biocenosis of the steppe.”

Target: study the steppe community and its economic importance, study the species composition of steppe animals.

Equipment

Assignments for students:

1. Determine the type of steppe, its floristic composition, note the diversity of plant life forms, the signs and properties that ensure the growth of different species in conditions of water deficiency, increased solar insolation and drying wind.

2. Determine the tier structure of the community, the dominant species in each tier. Species that define the steppe aspect, describe their morphological features.

3. What plants are found in the steppe and are used by humans as medicinal fodder and others, what is the economic value of this steppe area.

4. Describe or sketch the insects, reptiles, birds and mammals encountered during the excursion. Collect photographic material for a herbarium from 12-15 steppe plants in your area.

Topic: “Biocenosis of the park.”

Target: study the park community and its significance, study the species composition of plants and animals in the park.

Equipment: diary, pencil and ruler, camera.

Tasks for students:

1. Determine the type of park. Highlight the tier of the plant community in it, using a determinant to determine which species form each tier.

2. Establish on a small area the ratio of the number of mature trees and young undergrowth of trees and shrubs. Determine what vegetative phase the plants of each tier are in. Determine the dominant plant species. Describe their morphological features.

3. By observing, establish connections with plants of actively flying insects (mosquitoes, butterflies, bumblebees). Study the complex of insects associated with tree species (describe or sketch them). Make a diagram of biocenotic connections formed on the basis of nutrition in a given biocenosis.

4. Check whether there is a tiering pattern in the distribution of invertebrate animals. Note this in your diaries.

5. Describe or sketch the birds and mammals encountered during the excursion. Collect photographic material for a herbarium of park plants; they grow in different tiers.

Not to do!

INDIVIDUAL TASKS

Develop a tour on one of the topics:

1. Autumn phenomena in nature.

2. Rare and endangered plants of the Rostov region.

3. Rare and endangered animals of the Rostov region.

4. Protected areas of the native land.

5.Medicinal and poisonous plants of the Rostov region.

6. Plants of the city park.

7. Plants of the pond.

8. Animals of the reservoir.

9. Forest inhabitants.

10.Plants of the steppe.

11.Spring in the meadow.

12. Plants in the school grounds.

13. Flora and fauna of cultural landscapes (garden, vegetable garden, park).

Develop educational games on one of the topics:

1. Seasonal phenomena in inanimate nature.

2. Seasonal phenomena in wildlife.

3.Plants and animals of the meadow.

4. Plants and animals of the steppe.

5. Plants and animals of the forest.

6. Plants and animals of the reservoir.

7. Rare and endangered plants of the Rostov region.

8. Rare and endangered animals of the Rostov region.

9. Protected areas of the native land.

10. Medicinal and poisonous plants of the Rostov region.

11. Insect pests of trees or shrubs.

12. Flora and fauna of cultural landscapes (garden, vegetable garden, park).

13. Rules of conduct in nature.

EDUCATIONAL, METHODOLOGICAL AND INFORMATION SUPPORT OF PRACTICE

Natural benefits.

· objects of inanimate nature: types of soils, rocks and minerals, minerals;

· live plants: indoor plants, dry fruits, seeds of wild and cultivated plants;

· herbarium material.

2.Illustrative aids:

· set of “Natural Science Tables”;

· dummies and models in natural history;

3. Auxiliary aids:

· optical instruments: microscopes, magnifying glasses;

· measuring instruments: thermometers, scales and weights, barometer, barograph, psychrometer, weather vane, rulers, compasses, gnomon;

4.Screen aids:

· videos on main topics;

· multimedia presentations;

5.Technical teaching aids:

l multimedia projector;

l photo camera;

l printer.

II.Plot of the college territory

PM. 01 Teaching in primary general education programs, MDK.01.05 Natural science with teaching methods.

The guidelines discuss the goals and objectives of educational field practice in natural science, the program and content of the work, and the requirements for the report.

This teaching aid can be successfully used in training students in the field of nature studies; it is aimed at developing a dialectical-materialistic worldview: nature is viewed as a single whole, students learn to understand and explain natural phenomena, establish relationships between them, and identify patterns. Educational field practice promotes the development of observation, instills skills of independent work, and fosters a caring attitude towards the native nature for specialties 02/44/02 Teaching in primary grades, 02/44/05 Correctional pedagogy in primary education in pedagogical colleges.

1. PASSPORT OF THE TRAINING AND FIELD PRACTICE PROGRAM
1.1 AREA OF APPLICATION OF THE PROGRAM
1.2 REQUIREMENTS FOR THE RESULTS OF COMPLETING THE FIELD TRAINING PROGRAM
2 RESULTS OF MASTERING THE PROGRAM OF EDUCATIONAL AND INDUSTRIAL PRACTICE
3. CONTENT OF FIELD TRAINING PRACTICE
4. CONDITIONS FOR IMPLEMENTING THE FIELD TRAINING PROGRAM
5. EDUCATIONAL AND METHODOLOGICAL RECOMMENDATIONS FOR TRAINING FIELD PRACTICE
5.1 ORGANIZATION OF FIELD PRACTICE IN NATURAL SCIENCE

Report on educational field practice

I, Yesenova Valentina Nikolaevna, underwent field training from June 17 to June 30 with group No. 1. There are 5 people in the group.

Composition: Yesenova Valentina, Nikolaeva Elina, Kholova Gulnara, Dzhalieva Gerenzel, Dzhengurova Elza. Head of practice: Dordzhieva Lyudmila Aleksandrovna.

The main idea of ​​modern teacher education is to reorient the pedagogical university towards preparing a professional teacher. A primary school teacher in the natural science education of junior schoolchildren must become the organizer of intense, independent educational work of students to solve problematic problems, form creative thinking, value orientations, and environmental culture. The updated system of methodological training of teachers for natural science education of junior schoolchildren includes a number of interrelated elements: an updated theoretical course in natural science teaching methods, special courses, practical classes, teaching practice, field practice and student research work.

Lecture and practical classes on natural science methods are the foundation for the formation of professional skills and methodological knowledge of pedagogical university students. An additional form in the system of preparing students for professional activities are pedagogical and field practices, which contribute to the deepening of theoretical knowledge and the formation of professional skills of future teachers.

The emergence of field practice is not accidental. In accordance with the requirements of the federal component of the State Standard for Primary General Education, “the study of the surrounding world in primary school is aimed at achieving the following goals: developing the skills to observe, characterize, analyze, generalize objects of the surrounding world, reason, solve creative problems; mastering knowledge about the surrounding world, the unity and differences of the natural and social, about man and his place in nature and society; nurturing a positive emotional attitude towards the surrounding world, ecological and spiritual-moral culture, patriotic feelings, the need to participate in creative activities in nature and society.”

In accordance with these requirements, graduating teachers must have a good knowledge of the natural environment, understand the fragility and vulnerability of natural systems, treat natural objects with respect and love, and be able to professionally and competently conduct research work in nature with students. However, the level of similar skills among students leaves much to be desired. This is evidenced by the results of diagnostic testing work and pedagogical observations, which were carried out at the faculties of pedagogy and methods of primary education at the Kuzbass State Pedagogical Academy (KuzGPA) and the Kuzbass Regional Pedagogical Institute (KOPI).

Students find it difficult to determine the sides of the horizon based on the sun and local characteristics, the type of soil and minerals, the species diversity of plants and animals, explaining weather and phenological changes, etc. Students find it difficult to determine the goals of working in nature, organizing and conducting observations, experiments, and practical works It should be noted that the material obtained during the study of basic disciplines - geology, botany, zoology, ecology and local history and field practice in these subjects, is used by students when organizing work with students during teaching practice quite rarely.

In order to eliminate to a certain extent the discrepancy between the existing situation and educational tasks, we came to the conclusion that it is advisable to use such a form of work as educational field practice.

The main tasks of educational field practice in the system of preparing students for natural science education of junior schoolchildren:

1) expand and deepen students’ knowledge about the nature of their native land, its environmental problems, and ways to solve them;

2) improve professional skills in conducting observations and;

3) contribute to the formation of a scientific worldview, environmental and aesthetic education of students;

4) develop students’ needs for self-education and self-improvement of nature research skills.

In our study, the basis for field practice using natural science methods was ravines, beams, as well as the National Museum. N. N. Palmova of the Republic of Kalmykia.

The content of field practice was implemented in theoretical and practical classes. The theoretical part included studying the issues of organizing practical work on the ground, excursions into nature, weather observation, experimental and research work of students (the topic “Ecological problems of Kalmykia”). The practical part included the study of geological outcrops, the study of natural complexes (herbarium), as well as soils as a complex natural formation. During practice, we also dried herbaceous plants with our own hands.

During field practice on excursions, we studied methods of orienteering using a compass, terrain features, watches, etc., working with maps, and moving in azimuth. To get acquainted with the rocks, we walked beyond 5 microdistrict. the city of Elista, as well as for studying natural complexes and studying geological outcrops.

We identified the feeling of professional confidence that emerged in us as an indicator of the effectiveness of educational field practice. Thus, during teaching practice, we no longer shied away from excursions, were not afraid of the questions posed, and more competently organized nature observations, experiments and practical work when teaching younger schoolchildren, which we will need in our professional activities in the future.

The results obtained during the study indicate that field practice using natural science methods contributes to the development of nature research skills, the formation of professional skills in organizing observations and excursions in nature, the expansion and consolidation of theoretical knowledge acquired in classes in natural geographical disciplines and teaching methods natural sciences. In addition, field practice makes it possible to fully implement the national-regional component of higher professional education.

All of the above proves that lecture-practical classes on the methods of teaching natural science create the initial pedagogical orientation of the future primary school teacher, which is insufficient for developing sustainable professional skills, the formation of which is possible only in the process of activity. An effective form of organizing the professional activity of a future teacher is field practice for students at a pedagogical university. Practice complements, concretizes, deepens students’ theoretical knowledge, connects training within the walls of a pedagogical university with future work, instills interest in teaching, and increases professional competence.

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